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US History- July Online

For new and experienced AP teachers

This weeklong workshop will focus on reaching a broad spectrum of background, experience, and confidence in teaching AP U.S. History. The primary goal of the course design will be to introduce new concepts and strategies aimed at helping your students be successful. Throughout the workshop we will spend considerable time analyzing the writing associated with the course and ways you can help your students stay engaged in that process, while further developing a deeper understanding of US History.

While the writing will take up much of our time together, we will also take deep dives into the course framework, scope and sequence, and specific content areas. We will also spend time discussing year one of AP Classroom so teachers are confident in their ability to use this as a resource for formative assessment. Classroom-ready activities for primary source analysis, secondary sources, and other requisite AP History reasoning skills will be an important part of our week, as well.  Participants will also be given the opportunity to examine and score DBQs, LEQs, and SAQs so they feel more confident scoring their students’ responses. Our time will be collaborative, active, and it will help refine your understanding of this course. If you have attended this session before, please know we will be going over new resources, activities, and strategies germane to AP U.S. History.


Consultant: Kyle VanderWall

Kyle VanderWall, US History Consultant
Kyle VanderWall, US History Consultant

Kyle VanderWall has taught AP US History for 17 years at Grandville High School in Grandville, MI. Over that span, the program has grown from 40 students enrolled to over 100. He has worked with the College Board in a number of capacities over the last several years. For the past eleven years, he has participated in the AP Reading as both a Reader and Table Leader scoring the Long Essay and Document-Based Question. Kyle has lead numerous one-day and week-long workshops for the College Board in Hawaii, Texas, Colorado, Wisconsin, Minnesota, Illinois, Indiana, Ohio, Missouri, and back to his home state of Michigan. Last summer, he led six virtual APSIs. He was also an author of materials for AP US History Insight and the AP Online Professional Development modules, where he focused on developing strategies to help students and teachers understand the historical reasoning skills taught in APUSH. Additionally, Kyle has been an author of ancillary materials for multiple AP US History textbooks and is a contributing author for the Teacher’s Edition of Fabric of a Nation: A Brief History with Skills and Sources, (bedford, freeman & worth, 2020) and Teacher’s Edition of America’s History, (bedford, freeman & worth, 2021). Kyle completed his undergraduate degree at Hope College, finished his Master’s Degree at Grand Valley State University, and is enrolled as a Ph.D. student at Western Michigan University in the Department of History, where he focuses on internal migration patterns in the United States during the early twentieth century and historical inquiry at the secondary level. Kyle and his wife Ashley have three children, Theodore, George, and Eliza. They reside in Grandville, MI.

Psychology- July Online

For new and experienced teachers

course description:

This workshop is designed for both new and experienced AP® Psychology instructors and will include review of course content, planning, and a variety of teacher resources, strategies, and assessments. It will assist you in building a solid foundation of knowledge and skills for a high-interest and successful AP© Psychology course in your school’s specific academic schedule and setting. Materials will be presented for the current CED (Course and Examination Description), which will be used for the 2022-2023 AP Psychology Exam.

By attending this institute, you will gain a deeper understanding of the course content, planning the course, teaching the course, assessing student progress, and engaging as a member of the AP Community. Individualized activities will be provided for both new and experienced teachers to navigate through the latest updates in the CED (Course and Examination Description), AP® Audit, and AP® Classroom. There will be opportunities to explore how to use instructional planning reports, unit guides, personal progress checks, and the AP question bank. New teachers will be provided time to review various syllabi for a semester or year-long course, sequence & pacing, and textbook options.

Another focus of the institute will be on helping students acquire the test-taking skills they need to be successful on the AP® Psychology Exam. Instructors will be exposed to previously released exams and we will evaluate strategies for preparing students. Particular attention will be devoted to understanding how the free-response questions are graded and learning simple and effective teaching strategies for writing and scoring these types of questions.  Each of the nine content areas of the course will be addressed and participants will be provided with materials to enhance their course including demonstrations, critical thinking exercises, and assessments. Projects that build content and enhance scientific skills will also be examined. An emphasis will be placed on bringing difficult content to life for students and helping instructors with content assistance in those difficult to teach areas of the course.

This interactive course will assist teachers in gaining the content and skills to allow for both teacher and student success. Instructors will be encouraged to ask questions and share ideas. It will be a week of professional development focused on building meaningful connections within the AP Community and adding to your “tool box” of best practices. You will be provided with activities and strategies that can be implemented in your classroom immediately. Come ready to learn and leave energized to be teaching AP© Psychology!



Jessica Flitter, Psychology consultant

Jessica Flitter, MA, teaches AP® Psychology at West Bend East High School in West Bend, Wisconsin.  She has taught the course since 2004 and has participated in the AP® Reading since 2014 as a Reader, Table Leader, Rubric Master, and Question Leader. Ms. Flitter was awarded the 2015 APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Award for exemplary teaching, the advancement of psychology, and commitment to excellence. She has presented at regional and national conferences for AP Psychology teachers.  Jessica Flitter is also the co-author of two editions of the review book AP Psychology All Access with Nancy Fenton.  She has served on the high school educator content advisory board for the 3rd edition of the Myers-DeWall AP Psychology textbook, worked on several AP Psychology assessment banks, contributed to the iScore5™ Psych app, and writes for Books for Psychology Class, a blog that summarizes psychology-related books and provides class activities for teachers and students. She earned her BA in Psychology and Broad Field Social Studies at St. Norbert College and a MA in Quality Curriculum and Instruction at Marian University. She enjoys working with teachers to increase student interest and success in AP Psychology. Jessica’s passion is all things psychology. She also enjoys spending time with her husband and pug named Sigmund.



Human Geography- July Online

For new and experienced teachers

course description:

The week is designed to help introduce new teachers to the Course and Exam Description and provide
structure, plans, and strategies for teaching the course. The session will thoroughly go through the CED
and introduce teachers to AP Classroom. Each unit will be examined in detail with the intention of
helping teachers learn the content and ideas for teaching the topics. Participants will look at past exam
examples and work in detail on how to develop writing skills to be successful on APHG FRQs. There will
be time spent planning, creating the syllabus, modeling lessons/ideas, and sharing resources. A
thorough introduction and explanation of the geographic skills and their application to the course will be
part of workshop.
A laptop, if possible, along with access (electronically or hard copy) of the textbook that will be used will
be helpful and utilized throughout the week. Additionally, be prepared to share, research and
collaborate on creating lessons.
– understand the purpose of the CED in guiding the teaching of the course
– identify skills and concepts necessary for teaching AP Human Geography
– instructing students to think geographically, spatially, and conceptually across the curriculum
– identify, understand, and apply the broad themes that link the course
– laptop for activities, note-taking, research, etc.
– student text that will be used in class
– school calendar for 2022 – 2023 school year
– if you have taught the course, please bring your best/favorite lesson to share!
– AP Human Geography program, the history and the course expectations
– CED and syllabi, AP Classroom
– Broad themes and overarching topics that weave throughout the course
– Thinking geographically, spatially, and conceptually – the Skills
– Exam strategies and FRQ development
– Possible field study
– Using existing curriculum for outside sources to support the APHG course
– getting involved in the APHG community


consultant: Julie wakefield

Julie Wakefield, Human Geography consultant

Julie Wakefield has taught Geography at McQueen High School in the Reno, NV for 25 years – 15 of those AP Human Geography.  She started her course with one student teaching after school and on weekends and it has grown to over 100 students a year and throughout the district to more than 6 other high schools.

Julie is a Nevada Geographic Alliance Teacher Consultant, 2016 NCGE Distinguished Geography Teacher Award winner and attends the AP Reading annually. Julie is the Recording Secretary for the National Council for Geographic Education (NCGE) and the Professional Development Coordinator for NCGE. Additionally, Julie serves on two youth literature award committees, National Consortium for Teaching Asia and the Middle East Outreach Committee.

Julie has an undergraduate degree from the University of Nevada Reno, a Masters in Teaching and Learning from NOVA Southeastern University and a Masters in Geography Education from the University of Oregon.

Government & Politics: US- July Online

For new and experienced AP teachers

This workshop will feature classroom-tested ways of teaching the redesigned AP Government & Politics course. During our time together, we’ll do our best to answer the following questions: 

  • How do I pace my class so we get through all the content that will be on the exam?
  • How do I help my students master the four types of free-response questions?
  • How do I avoid being buried underneath an avalanche of grading? Spoiler Alert: I’ll share my “They write more…you grade less” philosophy.
  • How do I get my students to actually read…even the Federalist Papers?
  • How do I create ‘new-style’ test items to upgrade my ‘legacy’ exams?
  • Which College Board resources and AP Classroom components will work best in my classroom?  
  • How can I integrate technology into my class?
  • How can I help my students become good citizens?
  • What can I learn about the course from analyzing ‘insider information’ from the AP Exam? 
  • How can I ‘get off the stage’ and put my students more in charge of their own learning? 
  • Can activities and lessons created for distance learning during COVID-19 make my class more responsive to my students’ needs in the future?

You’ll be online with fellow teachers who have the same questions and challenges as you do. Together, we’ll become better teachers and our students will benefit by being more prepared for the AP Exam.

While we’ll lose some of the energy & relationship building of being face to face, you’ll get the essential content without having to travel or sit in a college classroom for 30 hours. After another tough year, we need as much of summer vacation to recharge as possible!

Each day will include a required 3 hour Zoom meeting in the morning followed by 3 hours of asynchronous time during the afternoon/evening. John will host an optional Zoom meeting for individual Q&A in the afternoons.



John Unruh-Friesen, Government & Politics: US consultant

John Unruh-Friesen has taught AP® Government & Politics since 1997 and has been at Hopkins High School in Minnetonka, MN since 2001. John is a College Board consultant for both AP® United States Government and  AP® Comparative Government and has served as a national exam reader. John has loved technology ever since he found an Atari 2600 under the Christmas Tree in 1981. In addition to teaching government, he is a digital learning coach at Hopkins High School and is always looking for ways to integrate technology in his classroom.


Government & Politics: Comparative- July Online

For new and experienced AP teachers

course description:

AP Comparative Government and Politics is one of the most unique courses in the entire College Board catalogue and a joy to teach. For this APSI, we will work together to discuss strategies, techniques, and lessons to help make this course come alive for your students and give them the best chance for academic success and skill development. The workshop will have 30 hours of instruction over the course of 4 days.  We will have a blend of synchronous and asynchronous activities.  The synchronous portion of our days will be from 9am-3:30pm Central Time. I will make time for help or assistance during asynchronous sessions for anyone that needs extra help, assistance or wants to brainstorm.

We will maximize our time together and some of our focus areas will be:

  • Using the Course and Exam Description (CED) to maximize your instruction and how to make it work best for you.
  • Using the digital resources provided by College Board to enhance your instruction and make your job easier such as AP Classroom, AP Daily Videos, Personal Progress Checks and Teacher Community.
  • Deep dive into the free response questions and strategies on how to best teach each of the four types of FRQs (conceptual analysis, quantitative analysis, comparative analysis, and argumentative essay).
  • Discussion on how to provide both scaffolded and exam level multiple choice questions for your students.
  • Different methods of teaching the course such as thematically, country by country or hybrid.
  • Pacing and calendar development for both full year semester-based calendars.
  • Inclusion of current events and secondary sources into the curriculum.
  • Deep dive into the required essential knowledge of our case study countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom.
  • Development of project-based lessons and simulations.
  • Discussing what is the best textbook and review books for your students.
  • Exam reviewing strategies, methods, and schedule.
  • Insights of the exam from an AP reader and how to best prepare your students for the exam.
  • Expanding the course at your school and how to recruit and convince more students to take this class.
  • Activities for post exam.



Scott Rivinius, Government & Politics Comparative consultant

My name is Scott Rivinius and I have been a public schoolteacher for nineteen years, teaching in North Carolina, Massachusetts, Texas and Maryland. For the past twelve years, I have taught AP Comparative Government and Politics at Winston Churchill High School, a school of 2200 students outside of Washington, D.C. I have a passion for political science and teaching AP Comparative Government and Politics. I believe this underrated course is the best of the social studies AP courses. This course greatly benefits students’ academic development, prepares them well for collegiate courses and helps them better understand the world. Over the years I have taught a wide variety of classes including AP World History, AP U.S. History, and AP U.S. Government and Politics. I grew up in the Boston area, where I developed my love and interest in government and history. For my education background, I received my B.A. in history from Elon University; my M.A. in history from Salem State University; and my M.S. in education from Ohio University. I have been fortunate to participate in the AP Comparative Government and Politics Reading since 2013, as a reader, table leader and question leader. These experiences at the readings in Kansas City, Salt Lake City and remotely have provided me invaluable insight on how to better teach writing techniques, strategies, and skills to teachers at my workshops. In addition, I have created multiple choice and free response questions for ETS to be used for exams and exam preparation. I have been an AP Consultant for College Board for the past five years and have really enjoyed this experience to meet teachers from all over the country and collaborate and share my experiences with them. I have run numerous APSIs and one day workshops both in person and online and think the online format provides a more flexible learning environment. For the 2020-21 school year, I filmed AP daily videos for College Board’s AP Classroom and I hope you and your students have had a change to view those. I think the investment the College Board has made in technology in AP Daily and AP Classroom has made the course more approachable for students and teachers and more enjoyable for all. I have been participating in an AP Classroom focus group for the 2021-22 school year to work on making this platform the best it can be.

Economics- July Online

For new and experienced AP teachers

The combined Micro and Macroeconomics APSI will introduce teachers to the skills necessary to be a more successful AP Economics educator.  The APSI will focus on all 6 units of the micro and the macro course, and teachers will be introduced to many games and simulations that reinforce the curriculum.  Teachers will learn how to create assessments in AP Classroom, how to assign the AP Daily videos, and how to access past exams and the corresponding free-response questions.   Teachers will be shown how to correctly grade these free-response questions so students have a high level of success on their AP Exam.
This APSI will stress not only the skills needed to present the material, but teachers can also expect a thorough review of each of the major graphs that are crucial to students’ understanding of AP Economics.
Each day teachers will have time to work through many of the mistakes that students make and how to correct them.  In addition, there will be time for teachers to have individual time to create effective lessons that can be used in their economics classroom.


consultant: Matt Pedlow

Matt Pedlow, Economics consultant

Matt Pedlow teaches AP Microeconomics and AP Macroeconomics at Chelsea High School in Chelsea, MI. In 2018 Matt won the John Morton Excellence in Economic Education Award, the MI High School Economics Educator of the Year award, and his Personal Finance Challenge team won the National Championship. Matt has also coached numerous teams to state championships in both the Personal Finance Challenge and the Economics Challenge. In addition, Matt was the AP Microeconomics Daily Lecture Educator in the spring of 2020, he has created AP Daily videos for AP Classroom, and for the past two years has created the AP Review videos that run in April.  Matt has been a reader and a table leader for the College Board.

In addition to teaching, Matt has a passion for gardening, homebrewing, and golfing.


English Literature- July Online

For new and experienced AP teachers

course description:

This Institute is designed as a workshop for high school English teachers who are currently teaching or who are preparing to teach the Advanced Placement Literature & Composition course.  Participants will focus on the College Board’s expectations for the Literature & Composition course, preparing students for the AP Literature & Composition Exam, and preparing students for success in college-level courses. Teachers meet in a collegial setting to share their experiences, ideas and their desire to provide students a rich experience in reading and writing about literature from the English-speaking world.


Most Institute activities will take place during scheduled class time; however, some advance reading preparation for the Institute is requested.  Before arriving at the Institute, participants should please read Zora Neale Hurston’s Their Eyes Were Watching God and William Shakespeare’s Othello.  Participants are asked to acquire their own copies of these texts.


Hurston, Zora Neale. Their Eyes Were Watching God.  New York: Harper Perennial, 2006

(ISBN:  978-0-06-083867)

Shakespeare, William. Othello, the Moor of Venice.  New York: Signet Classics Paperback,

1st ed.  1998.   (ISBN-10: 0451526856 or ISBN-13: 978-0451526854)

Additional reading materials will be made available to participants in an electronic format.  Participants will also familiarize themselves with the AP Central web site before attending the Institute:



Tom Reynolds Eglish Literature Consultant

Tom Reynolds currently teaches English at Hononegah High School in Rockton, Illinois. He began his career at Hononegah in 1994, and since 2006, he has been the English Department Coordinator.
Tom began his career in 1984 as a graduate teaching assistant at Loyola University in Chicago. He went on to teach Journalism and English for eight years at a Chicago-area Catholic high school where he also began teaching AP Literature & Composition. He has taught high school students of all grade and ability levels for 33 years and is recipient of the Illinois State Board of Education’s “Those Who Excel” Award for Educational Excellence.
In addition to being a high school teacher, Tom has worked as an AP Reader, coordinator for Gifted Education at Hononegah, internal reviewer for the Advanced Ed Accreditation Organization, and adjunct instructor for Northern Illinois University and Morton College in Cicero, Illinois.
Currently he serves as an AP Mentor and AP Consultant for the Midwest and International Regions of the College Board.
In his own words, “I enjoy helping my colleagues no matter where I go. I am always willing to share my experiences and resources with anyone who might benefit from them.”


English Language & Composition- July Online

For new and experienced AP teachers

As the largest AP exam constituency, English Language and Composition students rely upon emergent and experienced AP teacher-scholars like you. To ensure that you feel empowered to facilitate their development, we will pursue an ambitious agenda that first examines what is new. As such, each of you will work collaboratively and individually to do the following by week’s end:

  •  Internalize the Course Framework, a scaffolded articulation of the existing AP Course in terms of Big Ideas (Rhetorical Situation, Claims and Evidence, Reasoning and Organization, and Style) and their long term takeaways,” Enduring Understandings as well as Course Skills and their companion Essential Knowledge Statements
  • Develop curricula for at least two of the nine model units in the Course and Exam Description Binder
  •  Review AP Resources and Supports, particularly Personal Progress Checks, digital review resources for your students that are aligned to the nine model units; Progress Dashboard; and AP Question Bank
  • Explore approaches to organizing the course, selecting materials, and facilitating learning, and
  • Examine the exam and its scoring, particularly what the scoring guides and rubrics can teach us about what our students need to know and do.

As part of this process, I ask you to approach course design from the perspective of a learner, working through the process as you would ask your students to do, so you may:

  • Create or revise an AP Language course with a skill-based assignment sequence that reflects the new course articulation, elucidates your goals, and enables students to hone the language power upon which they will build in college
  • Query your feedback mechanism and the interplay between grading, assignment goals, and revision  
  • Explore the concept of genre awareness and how you can use it to better prepare students for the diverse writing tasks they will face in college
  • Unpack the art and science of synthesis, revisiting how you ask students to demonstrate it
  • Expand your argument tool box, and
  • Revisit the ways in which you ask students to demonstrate their rhetorical awareness.


Consultant: Sherry Wynn Perdue

Sherry Wynn Perdue, English Language consultant

Sherry Wynn Perdue, Ph.D., is a writing center director, a Writing and Rhetoric faculty member, and an AP English Language and Composition consultant and table leader. In September 2020, she assumed leadership of the International Writing Centers Association, which serves writing center professionals and tutors all over the world. To nurture these endeavors, she earned graduate degrees in English/American Studies (Michigan State University) and Educational Leadership (Oakland University) and attended the School of Criticism and Theory (then at Dartmouth College). 

Dr. Wynn Perdue’s publications on evidence-based research in writing centers, the unique needs of dissertation writers, information literacy, and undergraduate research have appeared in The Writing Center Journal, Education Libraries, Journal of Academic Librarianship, and Perspectives in Undergraduate Research and Mentoring. In addition to composing her own scholarship, she has served as Co-editor of The Peer Review, Managing Editor of The Oakland Journal, and Editor of Re-Visions: Journal of the Women’s Studies Program at Michigan State University and The Oil Pipeline Monitor. For the last decade, she has maintained WriteSpace, a website devoted to all things AP Lang. She also runs her own editing, ghostwriting, and consulting business.

When not teaching or consulting, Sherry is mentoring researchers, collaborating with high school teachers, or presenting her research at conferences. In her fleeting spare time, she takes long walks with Pike, her Standard Poodle, and composes her memoir, Married on a Monday—7 ½ Years Later—and Other Quirky Tales of an Academic Storyteller.

Music Theory- July Online

For new and experienced AP teachers

course description:

This AP Summer Institute provides both new and experienced Advanced Placement Music Theory teachers with resources to maximize both teaching and learning within the classroom.  Through the use of released exams, released free response questions, worksheets, and other materials, participants will work collaboratively to foster greater understanding of the course content as well as successful strategies for AP Exam preparation.  Participants will explore the five musical concept skills areas crucial to the Exam: hearing, sight-singing, writing, composing, and analyzing and place those in the framework of a logical scope and sequence for the course.  Additional topics include specific AP Music Theory course content, exam structure, scoring guidelines with rubrics, and using College Board materials and resources.



Louie Silvestri, Music Theory consultant

Louie Silvestri is the Orchestra Director and AP Music Theory Director for Fossil Ridge High School in Fort Collins, Colorado.  The 2021-2022 academic year marks his 17th year at the school and 16th as its AP Music Theory Teacher.  He has presented at the AP Annual Conferences in 2008, 2009, 2015, 2016, and 2018 and has participated in the annual AP Music Theory Reading in Cincinnati (and now Kansas City) from 2010-present.  Louie served 6 years on the AP Music Theory Development Committee, with the last four years at the Committee’s High School Co-Chair.  He has presented sessions on how to build an AP Music Theory program at the Colorado Music Educators Association Conference in January 2015 and an AP Music Theory exam strategies session in January 2016.  He has been a College Board endorsed Consultant since 2015, and currently serves as the Lead Consultant for AP Music Theory.  In addition to his teaching, he is also the Conductor for two community orchestras (The Loveland Orchestra in Loveland, Colorado and the Pikes Peak Philharmonic in Colorado Springs, Colorado).  He is also pursuing his Doctor of Arts in Music Education with secondary emphasis in Statistics and Research Methods at the University of Northern Colorado.   He holds memberships in NAfME, CMEA, the Conductors Guild, League of American Orchestras, Leonardo, and the Society for Music Theory.  He has 3 children: Luke (15), Joanna (12), and David (9), and a wonderful wife of 20 years Amanda.

Art & Design- July Online

For new and experienced AP teachers

course description:

This workshop includes a combination of seminar sessions and hands-on activities designed to meet the needs of both inexperienced and experienced teachers alike. In addition to presenting information regarding the AP Art and Design program requirements, sessions will include an in-depth look at the three portfolios; ideation for developing lessons for the Selected Works and Sustained Investigation sections of the portfolios; studio experiences that can be adapted for classroom; and the most current information regarding the AP Art program and the latest reading of the exam.

The College Board recently updated the AP Art course starting with the 2019-2020 school year. We will distinguish the three AP Art and Design Portfolios through digital presentations; define the components of each portfolio – Selected Works, Sustained Investigation, review the curriculum framework and scoring rubrics; and engage in a mock scoring.

You will have opportunities for peer dialogue and discussion and also develop curricula to meet specific unique needs in Drawing, 2D, and 3D Art and Design.  Additionally, we will share thoughts on organization and management in the AP Art and Design class; on integrating individual and group critiques into the curriculum; on using technology and research effectively; and on the role of historical and contemporary art in image making.

You should be prepared to share your instructional approaches with other participants. In addition to the College Board materials, some basic art materials will be provided. You are encouraged to collect art making supplies for some hands-on activities.

It is my goal to meet the interests and needs of each of you in developing a successful AP Art and Design class experience and provide the most current information for the course.


consultant: martin loftus

Marty Loftus, Art & Design consultant

Marty Loftus has been teaching high school visual arts for more than 25 years, and has been actively engaged in multiple roles with AP Art and Design.  Marty has served as an AP reader and table leader, has curated the AP national exhibition, and has delivered the 3D Art and Design training at the AP Reading each of the past three years.  Marty has developed syllabi for College Board, and recently designed materials for the AP Art and Design mentorship program.  Marty created online content for students and teachers during the pandemic as well as videos for AP Daily.   In addition to his role as a College Board consultant for AP Art and Design, Marty currently serves as Director of Visual Arts at Denver School of the Arts in Denver, Colorado.